Check
out our NEW FREE online resources, including the SQ3R
sheet for reading
and the Paragraph
Graphic Organizer for writing. These are forms you
can fill in online and print, or have your students fill them in
and print them for class!

Education is the key toward success for every country.
It helps to boost the economy and to generate democratic society
in a country. The main resource of any country is its Human
Resource.

Editing is making changes in the students' writing for
content. This is the opportunity for students to make adjustments to
their paragraphs, adding in more details, and getting rid of irrelevant
material.

Unfortunately, students really hate to rewrite their
drafts. I'm not exactly sure why that is, but I have a hunch that they
really just want to move on. Blame it on the high speed internet and
gaming culture if you want, but regardless of why, students don't want
to go back over the same paragraphs over and over.

Our writing program is designed to counter this. Our
focus, as you have seen, is on the drafting aspect. The students'
writings are kept in a file in class so they are not lost some place.
Then every couple of weeks the students choose one paragraph from their
file to type into a final form. We like to have students type because it
is different than hand writing. This helps counter the boredom aspect,
because the kids would much rather work on the computer than write by
hand.

Students are required to read over their paragraph
before sitting down at the computer. And we teach our students to 'edit
on the fly'. This means to make corrections as they're typing. Many
students can find the areas where they want to make changes, adding or
deleting from their text. After a bit of practice, the students get
really good at 'editing on the fly' and they'll begin planning their
changes even as they open a new file.

Peer checking and editing is important too.
Partner up students and exchange papers. I find its good to have
students find some of the information on their own papers first before
swapping. For example, each student knows where his or her topic
sentence, clincher, and supports are in their paragraphs, but these may
not be clear to other students. Once the important facets of the
essay are identified, it becomes easy for the partner to work with and
make suggestions. I like to have students write comments that 'Mr.
Holes' would make. By putting themselves in my shoes, and writing
from what they think I'd say about the paper, the pressure of
criticizing and making suggestions is lessened. This has been
extremely positive for my own students.

Editing can be practiced in class too. Use student
examples you've copied onto overhead sheets, show them on the front
board, and discuss how to add more details, make changes, move words and
phrases around, and get rid of irrelevant information. Do this as a
whole class activity, and in small groups. Be sure to give students the
chance to voice their ideas. You can also type up a few paragraphs,
either student examples or ones you've created, and have students
practice editing those.

Looking for more ideas on writing? See our
website by clicking the following link:

Be sure to check out our website for more great
information, tips, and techniques for new teachers,
student-teachers, and interns in teacher prep programs. Also be
sure to check out our Who-I-Want-To-Be teacher plan for
preparing yourself to enter the educational profession. Simply
click the following link: http://www.starteaching.com/free.htm

Tim Winterview currently teaches fourth grade in
a New York elementary school. He is also an experienced teacher
interviewer and the author of a popular ebook, "Guide to
Getting the Teaching Job of Your Dreams."

This is the culmination of several years of hard work. You've
finished college. You're done with your student teaching and
you've passed all of your teacher certification examinations. The
applications, resumes, and cover letters have been sent out to every
local school district.

All you can do now is sit around the house and wait for the phone to
ring, right? Wrong! You should be preparing for your
interview!

I've been to the interview table several times as a candidate and
many more times as an interviewer. If there were any tricks,
secrets, or shortcuts to success in the interviewing process, I haven't
discovered them. My only sound advice for candidates is to come to
the interview prepared.

You should have your teaching portfolio in-hand and you should be
ready to talk about anything and everything that relates to you, your
background, and your philosophies on education. The best
candidates know how to teach, they know how to articulate their teaching
beliefs, and most of the time, they already know what types of questions
will be asked before the interview even begins.

It's easy for an interviewer to spot an unprepared candidate.
Candidates who have not practiced basic interview questions beforehand
are unnaturally nervous. They shift in their seats more.
They begin most answers with the word, "uhhhhh." There
are long pauses while interviewers wait for the candidate to process the
question and think up an answer. They get confused by basic
educational jargon that they learned in college.

Almost every teaching interview includes similar, common questions.
In order to be a prepared candidate, all you have to do is practice
answering the most common questions before you go to the interview.
If you prepare beforehand, the interview questions will seem routine and
familiar. There are no tricks or shortcuts; if you do your
homework you will perform well.

Body language can show whether you're a confident, qualified teacher
or an unsure one. At the interview, be confident, but not cocky.
Smile when you walk in. Greet the people interviewing you with a
smile and a nod. Firmly shake the hand of the principal and other
interviewers that are within easy reach. When you take your seat,
sit up straight with your feet on the floor and your hands in a relaxed
position on the desk.

Have a mild sense of humor. Prepare to make some humorous small
talk when you are greeted. For example, if a principal shakes your
hand and asks how you are, it's okay to say, "A nervous
wreck!" A whimsical introduction can break the ice. Be
sure your sense of humor is clean and appropriate for an
interview.

Have a teaching portfolio ready. Your portfolio should contain
extra copies of your resume, a copy of your teaching certificate, sample
lesson plans, samples of student work, and any other evidence that shows
you are a qualified candidate for a teaching position. It should
be bound in a neat, professional-looking leather binder. Place the
portfolio in front of you when you sit down at the interview table.

Usually, the people interviewing you will not ask to see your
portfolio. They do, however, expect you to have it on-hand.
Don't wait for anyone to mention the portfolio. Instead, you
should use it as a tool to describe your teaching experiences. For
example, if you are asked to describe a lesson that involves teaching
writing, you might say, "Yes, I can show you! I have a sample
of student work that shows how I teach the writing process."

The first question at almost every interview will be: "Tell us
about yourself." You should already know what you're going to
say. Keep your answer reasonably brief. You can talk about
the college you attended and provide an overview of your teaching
experience. Always be positive. Try not to say, "I don't
know." Avoid saying, "I'm not really good at..."
Don't say, "That's one of my weak points."

Always tell the truth, but you don't want to suggest that you're not
a confident, successful, qualified teacher. If you honestly don't
know the answer to a question, you might ask the interviewer to restate
it in a different way, or you might want to give the best answer you can
based on your knowledge and experiences.

Use lots of examples when you answer questions. When they ask
how you would do something, tell them how you have already done it.
This will make you seem more experienced. For example, if an
interviewer asks, "How would you you use creative problem-solving
in your lessons?" You might answer with, "When I was
student teaching, I did a great creative problem-solving lesson
when..." When you use specific examples, you're convincing
the interviewers that you're more than just hypothetical talk.

The final question of your interview will most likely be, "Do
you have any questions for us?" Be prepared with a thoughtful
question ahead of time. While this is probably not the most
important question of the interview, it is your last chance to leave a
positive impression. Rather than answering with, "Not
really," you should ask something philosophical or complimentary.
You might ask the interviewer why they are proud of their school or what
the people you'll be working with are like. Since your
interviewers will probably be meeting with lots of candidates, you
should use the opportunity to ask a question and make yourself stand
out. And, think about it: You've been on the hot seat answering
their questions for 45 minutes. You've earned the right to turn
the table, even if it is just for a moment.

When you leave, the interviewers will, of course, be talking about
you. They'll be filling out little forms rating your experience,
qualifications, communication skills, and personality. At the end
of the day, they will have about a dozen of these forms sitting on the
desk. They'll look through them all and the chosen candidates will
be the ones who were the most memorable, most qualified, and most
prepared for the meeting. With some time and effort, that
candidate can be you.

Be sure to check out Tim's Website for more
tips on finding that teaching job:

There
are six modules designed to test the basic ability of an
individual in terms of Memory & Concentration. Needless to
say this is the most important basic skill for not just to
survive but also to thrive in this competitive environment.
Each of the six modules tests the six variants of Memory &
Concentration in an individual, namely:

1.

Picture
recognition

2.

Paired Associate
Learning

3.

Immediate Recall

4.

Serial processing

5.

Parallel
processing

6.

Recognition and
Recall

Each
of these modules runs at three different levels, from easy to
difficult.

At each level, the individual's performance is depicted as
Scores Obtained.

A feedback has been built into the software for all these 18
levels depending on the marks one scores during the
test.

Each individual can assess his/her performance any time by
clicking on "history", which gives complete details
of date and time of taking the tests, marks scored each time
and even time taken to do the test. This builds the confidence
level and encourages more participation to eventually
culminate in improvement and enhancement of memory and
concentration.

Essentially, this software is a SELF AWARENESS tool that
surely motivates the individual to realize one's capability
and seek or be receptive for improvement. Also, if repeatedly
done over a period of time works as Training tool to enhance
their capability.

This
software package is specifically designed to help young
children to learn basic skills that will help them in
school. Continued follow-up will give these young
learners success as they mature.

Three versions of the software exist:
Individual Software on either CD or Online, Family
Version Software, and an Institutional Software package.

StarTeaching wholeheartedly supports
and endorses this software. It will make a difference
with your child or student.

New
Teachers' Niche:
A Place for New Teachers, Student Teachers, and Interns

Preparing for Your Student
Teaching Experience
(part 2)

This
is the second in a series of articles by Dr. Peter Manute designed
for college interns getting ready for their student-teaching
experience. Student teaching is the final step for most teaching
programs, and having a positive experience is vital for new
teachers. This series of articles will provide many ideas, tips,
and suggestions for young educators to make the most of the
experience.

Being
an intern is an interesting position to be in. The university treats you
as a student, making you jump through hoops completing projects and
meeting deadlines sometimes seeming totally irrelevant to the
internship. The school district you are working in expects you to be a
professional educator with all the secrets of innovation and new
technologies fresh from the university 'think tank'. Parents think of
you as someone who really doesn't know what they are doing yet and don't
understand why you are practicing on their kids. They are always quick
to point out their perceptions of student teachers when a problem arises
about grades or behavior.

Hopefully I will provide you with some practical information presented
in a no-nonsense form.

First and foremost, make sure all of your personal chores and plans are
in order before you begin your assignment. Once you start it is vital to
focus all of your energy and time into your placement.Secure your housing well in advance and establish a routine of
daily tasks. Plan to arrive at school early and plan to stay late.
Student teaching is absolutely relentless; you will be exhausted after
your first day. The mental and physical strain is unbelievable. Make
sure all of your details are taken care of in advance; you don't want
anything to interfere with your teaching. Do create some time for
yourself or you will self-destruct. You need to keep your mind clear in
order to make effective teacher decisions. Plan to have some time each
day for your self - it may only be a few minutes, but it is very
important. You may think you don't need it, but all veteran teachers
will tell you differently.

Secondly, be a sponge. You are new to the profession and regardless of
how well your university has prepared you, nothing measures up to being
on your own in a classroom. When the door shuts for the first time you
will know what I am talking about. Glean as much from your mentor and
other teachers as possible, and by all means, don't come across as an
expert.

You have not paid your dues and therefore you are really not an expert
at anything. Learn from your observations and reflections; don't be
afraid to make mistakes. As you progress and you become more effective,
take risks and try different methodologies and teaching strategies. By
all means keep in close contact with your mentor and always remember -
no surprises. Ask questions before you do something; your mentor knows
the ropes and will offer excellent advice. Make it your responsibility
to learn the routines and specifics of the district and building you are
working in. Don't rely on someone to tell you; find out on your own,
take the initiative.You can learn many things from both effective and ineffective
teachers. Unless asked, keep your opinions to yourself, being new and
having all the energy of youth will be a threat to some, so tread
lightly.

If there is any down time in your room, ask your mentor for tasks to
accomplish. Help out anywhere you can. Ask to take on something
difficult and work with your mentor to accomplish it. Save as many
artifacts as possible and use them in your professional portfolio.
Creative lesson plans and examples of student work are excellent things
to have. Ask for feedback and listen and process. Create an open dialog
with your mentor; remember that is the person who will be called first
when a district wants to know about you. Your mentor will be able to
talk about strengths and weaknesses, so what do you want to them to say
about you?

Finally, enter the internship with the idea there will be a teaching
opening that you will be qualified for in the very building you are
student teaching. Create positive relationships with staff, parents, and
students. You do that by demonstrating professional behavior. When your
internship is completed you want everyone to say - "We would really
like to have you become part of our team!" Prove to people that you
are the type of teacher that would be a perfect fit for their district.

School districts are looking for candidates who are 'low maintenance'
teachers who can come into their buildings and have an immediate impact.
Confidence, solid work ethic, and exemplary professional dispositions
are words you want people to use to describe you. Your internship is an
excellent place to begin!

Be sure to check out our website for more great
information, tips, and techniques for new teachers,
student-teachers, and interns in teacher prep programs. Also be
sure to check out our Who-I-Want-To-Be teacher plan for
preparing yourself to enter the educational profession. Simply
click the following link: http://www.starteaching.com/free.htm

This easy-to-navigate guide offers teachers research-based teaching
strategies for introducing secondary students to the content and skills
recommended by the NCTM principles and standards for mathematics. Using
the popular format of the What Successful Teachers Do books, the authors
present 79 dynamic learning activities, each including:

A concise statement of the teaching strategy

Research-based validations for the strategy

How the strategy aligns with NCTM standards

Grade-specific classroom applications

Precautions and possible pitfalls

Primary sources for further reading

This reader-friendly resource allows teachers to
increase students’ confidence in math-and their enthusiasm-with
practical and engaging activities, while responding effectively to NCTM
standards.

Alfred S. Posamentier is Professor of Mathematics Education and
Dean of the School of Education at the City College of the City
University of New York. He has authored and co-authored several
resource books in mathematics education for Corwin Press.

You can order a copy of What
Successful Math Teachers Doby clicking the link to our
affiliate, Amazon.com

Have you read What
Successful Math Teachers Do? Do you have comments you’d like to share with our readers about
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Once upon a time there was a little grape stem. This stem was so glad
to be alive... She drank water and minerals from the soil and grew and
grew. She was young and strong and could manage quite well... all by
Herself -- or so she thought.

But then, the wind was cruel, the rain was harsh, the snow was not one
bit understanding, and the little grape stem suffered. She drooped, weak
and suffering.

It would be so easy to stop trying to grow, to stop trying to live. The
grape stem became weak! The winter was long, and the stem was weary.

But then the little grape stem heard a voice. It was another grape stem
calling out to her... "Here, reach out... hang on to me." But
the stem hesitated. "What would this mean?" she thought, for
you see, the little stem had always managed quite well... all by
herself.

But then, every so cautiously, she reached out towards the other grape
stem. "See, I can help you" it said. "Just wind your
tendrils about me and I will help you lift your head." And the
little stem trusted... and suddenly she could stand straight again.

The wind came, and the rain, and the snow, but when it came, the grape
stem was clinging to many other stems. And although the stems were
swayed by the wind, frozen by the snow, they stood strongly united to
each other. And in their group supporting strength they could all smile
and grow.

Then, one day the little stem looked down and saw a tiny stem, swaying,
frightened. And 'our' grape stem said, "Here, hang on... I will
help you." And the other little stem reached up to 'our' grape
stem, and together all the stems grew... leaves budded... flowers
bloomed... and finally, grapes formed... and all the grapes fed many.

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